1. Extraordinary Leader Workshop Welcome to the Facilitator Name
© 2012 Zenger Folkman. All rights reserved. EL

2. Making a Difference
Module 1

3. The Research
Two years researching the impact of leadership performance and the key behaviors exceptional leaders demonstrate
Data set of 200,000 evaluations on 20,000 people
Contrasted the highest-performing 10% to the lowest-performing 10%
The approach: Lead with the data!
The result: New insights that fundamentally change the way we think about leadership development

4. For a Full Report of the Research . . .

5. Workshop Objective
To help you create a personal leadership Development Plan for becoming an Extraordinary Leader
Page 1-2

6. Good does not equal great—and your organization needs you to be great
Insight #1
Good does not equal great—and your organization needs you to be great

7. Leadership vs. Turnover
Extraordinary leaders are much better at holding onto their people
Average Percent Turnover
Percentage Annual Turnover
Poor Leaders Good Leaders Great Leaders
Insurance Company Call Center

8. Leadership vs. Customer Satisfaction
Technology Service Provider

9. Leadership vs. Net Income
Great leaders generate much higher income
$4.5MM
$2.4MM
Net Income
($1.2MM)
Bottom 10% Middle 80% Top 10% Poor Leaders Good Leaders Great Leaders
Mortgage Bank Branches

10. Leadership Effectiveness vs. Employee Satisfaction/ Commitment
Employee Commitment/ Satisfaction Percentile
Leadership Effectiveness Percentile
30,661 Leaders Across Multiple Industries
Page 1-4 10

11. Leadership Effectiveness vs. Going the Extra Mile
% of Employees Willing to Go Extra Mile
Employees indicated the extent that their “work environment is a place where people want to go the extra mile.” This graph represents the percent of employees who indicated they “Strongly Agreed” with the statement.
Leadership Effectiveness Percentile
30,661 Leaders Across Multiple Industries

12. What’s the Message From This Assessment?
Page 1-5

13. How’s Richard Doing Now?

14. Exercise: Making a Difference
In your experience, which goal do most leaders work toward: to be “good enough” to get the job done, or to be extraordinary? Which of the two has been your goal?
If you could increase your leadership effectiveness from good to great, what difference would it make to your organization?
If you could increase your leadership effectiveness from good to great, what difference would it make to you personally, in terms of your career opportunities and job satisfaction?
Page 1-7

15. Profound Strengths and Fatal Flaws
Module 2

16. You don’t have to be perfect to be an extraordinary leader
Insight #2
You don’t have to be perfect to be an extraordinary leader

17. What Does Performance Improvement Mean to Most People?
Fixing Weaknesses!

18. Impact of Leadership Effectiveness with No Perceived Strengths
Number of Profound Strengths (Competencies at the 90th percentile)
Page 2-3

19. Number of Profound Strengths (Competencies at the 90th percentile)
Impact of One Strength on Overall Perception of Leadership Effectiveness
Number of Profound Strengths (Competencies at the 90th percentile)
Page 2-3

20. Three Strengths Raises Leadership Effectiveness to the 81st Percentile
Number of Profound Strengths (Competencies at the 90th percentile)
Page 2-3

21. Focusing Development on Weaknesses Works Well When. . .
. . . People Have Fatal Flaws A B C D E F G
Strong negative data on an issue can neutralize a person’s leadership effectiveness H
Leadership Competencies I J K L M N O P 1 2 3 4 5

22. Criteria for Identifying Fatal Flaws
Strong negative feedback results (and/or poor performance review results)
Below average capability in an area that is mission critical to your job
Page 2-4

23. A Few Thoughts About Identifying Fatal Flaws
Determining Fatal Flaws is an art, not a science
Fatal Flaws affect a leader’s overall effectiveness, resulting in:
Performance problems
Career plateaus
Job failure
Damaged relationships
Fatal Flaws overshadow other strengths or talents
Page 2-4

24. 10 Fatal Flaws that Consistently Lead to Leadership Failure
Not inspiring due to a lack of energy and enthusiasm
Accepting mediocre performance in place of excellent results
Lack of clear vision and direction
Loss of trust stemming from perceived bad judgment and poor decisions
Not a collaborative team player
Not a good role model (failure to walk the talk)
No self-development and learning from mistakes
Lacking interpersonal skills
Resistant to new ideas, thus did not lead change or innovate
Focus is on self, not the development of others
Page 2-4

25. Exercise: Best Leaders and Worst Leaders
Identify a Best Leader
Name 1-2 strengths
Identify any weaknesses
Identify impact of weaknesses on leader’s effectiveness
Identify a Worst Leader
Name 1 glaring weakness
Identify any strengths
Identify impact of strengths on leader’s effectiveness
Record responses on page 2-5
Be prepared to share responses
Page 2-5

26. Perceptions of you are others’ reality
Insight #3
Perceptions of you are others’ reality

27. objectively evaluate us
Perceptions
How people would
objectively evaluate us
How people really
evaluate us
Trait F
Trait F
Trait A
Trait A
Impression
Impression
Trait E
Trait B
Trait E
Trait B
Trait D
Trait C
Trait D
Trait C
Page 2-6

28. A Profound Strength? A Fatal Flaw?
How Are You Perceived?
What is Your “Trait F”?
A Profound Strength? A Fatal Flaw?
Trait F
Trait A
Impression
Trait E
Trait B
Trait D
Trait C
Page 2-6

29. Leadership Competencies
Module 3

30. To get where you want to go, you need to know where you are
Insight #4
To get where you want to go, you need to know where you are

31. The Leadership Tent
Page 3-2

32. Differentiating Competencies
Drives for Results
Establishes Stretch Goals
Takes Initiative
Develops Strategic Perspective
Champions Change
Connects the Group to the Outside World
Displays High Integrity and Honesty
Communicates Powerfully and Prolifically
Inspires and Motivates Others to High Performance
Builds Relationships
Develops Others
Collaboration and Teamwork
Technical/ Professional Expertise
Solves Problems and Analyzes Issues
Innovates
Practices Self-Development
Focus on Results
Leading Change
Character
Interpersonal Skills
Personal Capability
Page 3-3

33. Key Points About Feedback
It’s a gift
Self-perceptions are not as accurate as we might think

34. Self-Perceptions Not as Accurate as Others’ Perceptions
Accuracy in Predicting Overall Effectiveness (as measured by 360 data)

35. Key Points About Feedback
It’s a gift
Self-perceptions are not as accurate as we might think
Look for your strengths!
Honor the confidentiality

36. SARA: Common Reactions to Feedback
Surprise, Shock
Anger, Anxiety
Rejection, Rationalization
Acceptance

37. Top Ten Rationalizations to Feedback 
My raters don’t really know me that well
My job makes me act this way; I’m really not like this
Some of my raters have it in for me
My raters don’t understand the situation I’m in
I used to be this way, but I’ve since changed
This must be someone else’s report
My raters didn’t understand the questions
I wasn’t like this in my last job
My raters are just jealous of my success
I purposely picked people who didn’t like me

38. The Rating Scale 5. Outstanding Strength 4. Strength 3. Competent
2. Needs Some Improvement
1. Needs Significant Improvement
Don’t Know—Not Applicable
Exceptional performance—performs this behavior
much better than most others (Top 10%)
Above average performance—performs this behavior
better than others (Top Quartile)
Performs this behavior at an average level or
about as well as most others (Good Performance)
Performs this behavior below average or
sometimes does it poorly (Inconsistent Performance)
Rarely or never performs this behavior well, or rarely or never attempts this behavior (Poor Performance)
Don’t have enough information about or experience with
this person to rate performance on this behavior
Page 3-4

39. Hierarchy of Information
Tent Poles (5)
Differentiating Competencies (16)
Survey Items (54)
3 to 4 per competency

40. Section 1: How to Interpret Your Feedback
Number Received
Number Reported

41. Your Invited Respondents

42. Leadership Tent Model (Comparison of Rater Groups)

43. 16 Differentiating Competencies

44. 16 Differentiating Competencies with Item Details (Survey Items)

45. Employee Commitment Index

46. Importance Ratings

47. Highest and Lowest Scored Items

48. Written Comments

49. Supplemental View: Leadership Tent Model

50. Supplemental View: 16 Differentiating Competencies

51. Supplemental View: 16 Differentiating Competencies (Differences in Perception)

52. Exercise: Feedback Analysis
Read your report quickly, from cover to cover, to get an overall sense of the feedback
Use the detailed Step-by-Step Feedback Analysis Exercise in your workbook and analyze your data
Distill your analysis into your key Strengths and Potential Fatal Flaw(s); record these in your Development Plan form
Pages 3-5 to 3-10; B-19

53. Richard’s Plan 1. My Strengths
Solves Problems & Analyzes Issues (Personal Capability)—I anticipate problems and identify multiple solutions
Drives for Results (Focus on Results)—I’m goal oriented and make things happen
Takes Initiative (Focus on Results)—I continually look for ways to contribute to the organization
Connects the Group to the Outside World (Leading Change)—I consistently help our organization benchmark its processes with industry best practices
2. Potential Fatal Flaw
Weakness in Inspires and Motivates Others to High Performance (Interpersonal Skills) could prevent me from having a highly engaged team.

54. Discussion: Key Feedback Themes
Pair up with someone of your choice
Take turns discussing your feedback analysis:
What are the key messages and themes from your feedback?
Any surprises?
Pair them up to share insights on the questions above.

55. BUILDING ON YOUR STRENGTHS
Module 4

56. When choosing which strengths to develop, play to your passions!
Insight #5
When choosing which strengths to develop, play to your passions!

57. Exercise: Extraordinary Moments
Part 1
Think about a time in your professional life when you were performing at your peak—a time when you felt that you had achieved something extraordinary on the job
Describe what factors were present in your work, your life, and your environment that made this such an extraordinary experience
Part 2
In your assigned group, share this extraordinary experience (briefly) and list the factors that made it possible
Page 4-3

58. Three Fundamental Elements
Work Environment

59. Variation #1
Work Environment

60. Variation #2
Novice
Work Environment

61. Variation #3
Chore
Work Environment

62. The Power of Convergence
Work Environment
Leadership Sweet Spot
Page 4-4

63. Identifying Your Passion and Organizational Needs
Answer the questions regarding your Passion and Organizational Needs
Look for overlap between these two important areas
Record how these dovetail together in the box on your plan labeled “Passion and Organizational Needs”
Page 4-5 63

64. Richard’s Plan 3. Passion & Organizational Needs
My greatest passion and opportunities lie with my ability to benchmark industry best practices and formulate plans and goals that will help us move forward as an organization in challenging market conditions.
I love looking forward, setting goals, and then delivering results. Assembling the right teams and resources is critical to this effort, and I enjoy developing team members and stretching them to both produce and grow.

65. Prioritizing Areas to DevelopX
NOVICE X
SWEET SPOTS X 3 1 2
Page 4-6

66. Three Different Approaches
Select the Fatal Flaw
Build a Strength
Balance Your Tent
Page 4-7 66

67. Exercise: Prioritizing Areas to Develop
Do you have a Fatal Flaw? If so, it should be given a priority.
Complete the CPO grid and identify “sweet spots” on which to focus.
Eliminate any that are already at the 90th percentile.
Identify any “Novice” competencies (where Passion and Organizational Needs align).
Record 2 to 3 areas for development in your plan.
Rank these in terms of relevance and importance.
Select one competency as your first priority.
Pages 4-6 to 4-8 67

68. Richard’s Plan 4. Competencies to Strengthen
Drives for Results (Sweet Spot)—#1
Connects the Group to the Outside World (Sweet Spot)—#2
Develops Strategic Perspective (Novice Competency)—#3
5. Developmental Priority
Drives for Results

69. Discussion: Selecting a Developmental Focus
Return to your previous partner
Take turns sharing your #1 developmental priority
Partners, make sure that the speaker has selected a competency that:
Is a current or potential Fatal Flaw
Aligns with Passion and Organizational Needs
Helps to “balance” the overall Leadership Tent if he/she is an Extraordinary Leader
Pair them up to share insights on the questions above.

70. LEADERSHIP CROSS-TRAINING
Module 5

71. Insight #6
When building on strengths, often the best approach is to build around them

72. Researchers Studied the Relationship Between Two Competencies
Builds
Relationships
(B)
Drives for
Results
Page 5-3

73. First They Looked at “A Without B”
Builds
Relationships
(B)
Drives for
Results
If this is a strength but this isn’t . . .
the probability of being an extraordinary leader: %
Page 5-3

74. Then They Looked at “B Without A”
Builds
Relationships
(B)
Drives for
Results
If this is NOT a strength but this IS . . .
the probability of being an extraordinary leader: %
Page 5-3

75. The Power of “A + B” Led to the Notion of “Powerful Combinations”
Builds
Relationships
(B)
Drives for
Results
If these are BOTH strengths . . .
the probability of being an extraordinary leader: %
+ 12%
72%!
26%
Page 5-3

76. Researchers Studied the Relationship Between Two Competencies
Technical
Expertise
(B)
Relationship
Building
Skills
Study based on 35,210 Leaders
Page 5-3 76 76

77. First They Looked at “A Without B”
Technical
Expertise
(B)
Relationship
Building
Skills
If this is a strength but this isn’t . . .
the probability of being an extraordinary leader: %
Page 5-3 77 77

78. Then They Looked at “B Without A”
Technical
Expertise
(B)
Relationship
Building
Skills
If this is NOT a strength but this IS . . .
the probability of being an extraordinary leader: %
Page 5-3 78 78

79. The Power of “A + B” Led to the Notion of “Powerful Combinations”
Technical
Expertise
(B)
Relationship
Building
Skills
If these are BOTH strengths . . .
the probability of being an extraordinary leader: %
+11%
73%!
24%
Page 5-3 79 79

80. Each Competency Has Many Companion Competencies? ? ?
Displays High Integrity and Honesty ? ? ? ? ?

81. The “Cross-Training” Behaviors May Be Surprising?
Assertiveness ?
Displays High Integrity and Honesty ? ? ? ? ? 81

82. Case Study: Jane Larson
Read the case study on Jane Larson in your workbook
Be prepared to answer the questions at the end of the case
Page 5-4

83. Competency Companions: “Cross-Training” Ideas for Leaders
Solves Problems and Analyzes Issues
Can Be
Trusted
to Act in the
Team’s Best
Interest
Relationship
Building and
Networking
Technical/
Professional
Expertise
Honesty and Integrity
Communicates Powerfully
Develops
Others
Desires to
Pursue
Excellence
Takes
Initiative
Page 5-5

84. Identifying Competency Companions to Leverage Strengths
Look up your chosen Competency in the “Competency Companion Development Guide” in the Appendix
Read through the sections pertaining to your Competency:
Behaviors Defining This Competency
Developmental Suggestions
Competency Companions and the accompanying text for each
Identify 1 to 2 Competency Companions that will provide you with the greatest leverage for growing your chosen strength
Write these down in the “Competency Companions” box of your Development Plan
If you are working on a Fatal Flaw, identify Developmental Suggestions that will help you best improve this area 84

85. Richard’s Plan 6. Competency Companions For Drives for Results:
Effective Feedback and Development—I know that I often move so fast that I probably don’t take the time to loop back with my team and let them know what is happening, what is changing, and how we are doing against our goals
Innovates—I want to get more input and more ideas from my team members, and truly promote more innovative ways of making the work happen

86. Discussion: Identifying Competency Companions
Return to your previous partner
Take turns sharing your chosen Competency Companions
Explain what you chose and why
Partners, make sure that the logic makes sense!
Pair them up to share insights on the questions above.

87. Change Requires Practice
Frequently, people underestimate the difficulty of some behavioral changes
A key to developing a new skill is finding a way to practice prior to getting in the game
Page 5-6

88. Exercise: Ideas for Development
15 minutes
Brainstorming activity (don’t evaluate)
Gather as many ideas as possible—1 from everyone
If working on a Fatal Flaw, brainstorm directly on the competency
If building a strength, brainstorm on the companion behaviors
Record the ideas on your Development Plan
Page 5-6

89. Richard’s Plan 7. Ideas for Development
For Effective Feedback and Development:
Create a visual “target” for the group to aim toward; post in public area
Carve time out of each 1:1 with directs to focus on feedback
Ask for feedback on my performance at least 1x per quarter
Create a customer service survey to send to key stakeholders; find out how we are doing annually
Share the responsibility of providing feedback; create a website or blog for anyone to provide input
Invite customers to monthly team meetings to share their perspective
Have weekly conversations with each team member about progress

90. Richard’s Plan 8. Turning Ideas Into Action
My development goal: Create a regular, ongoing system for receiving and giving feedback.
Specific actions I will take: Share this goal with team members next week; invite them to create a customer survey to send out; enroll them in a two-way feedback discussion during every 1:1 meeting; quarterly check progress
Date by which I will complete the goal: 4 months from now
Ways to keep my focus on this goal: In recurring calendar appointments, include “feedback” as an agenda item; schedule this into Outlook tasks; build in quarterly review points now
Potential barriers/obstacles: Resistance to hearing feedback from others; feedback “fatigue”
Ways to overcome: Reminding self that feedback is just information; track progress made from additional feedback: employee commitment and results
Support/resources I may need: Team buy-in, time

91. Peer Coaching and Workshop Summary
Module 6

92. Insight #7
The more people you involve in your development, the greater the likelihood of improvement

93. The Role of the Coach Listen
Ask clarifying and expanding questions, such as:
Why do you want to work on this particular competency?
Are you enthusiastic about your plan?
How will you achieve your plan of action? What support do you need?
What obstacles will you face? How can you overcome or minimize them?
What’s the first step you will take? When?
(More questions are included in your participant materials)
Offer your honest perspective; be supportive
Page 6-2

94. The Role of the Coachee Provide a brief context
Describe how your coach can be most helpful
Discuss your Development Plan, section by section
Explain why you chose to work on this competency
Describe your Competency Companions and action plans
Invite feedback regarding your goal and plans
Make changes to your plan, based on your coach’s suggestions and feedback
Page 6-2

95. Building Accountability
Working with your partner, agree on a follow-up discussion:
Within 3 weeks of today
Share your key actions to accomplish before that time
Schedule this conversation
At that meeting, schedule your next follow-up discussion

96. Key to Change
Follow-up

97. Mozart, Child Prodigy—Born or Made?
Innate talent? Natural gift?
Study of pianists and violinists in their early 20s at Music Academy of West Berlin, Germany
Segmented into 3 groups—most, next most, least exceptional
Differentiator expected to be innate gift for music
Surprise finding: best musicians simply practiced more
Estimates showed roughly 10,000 / 8,000 / 5,000 hours accumulated practice within segmented groups
Adapted from: Outstanding Performers: Created, Not Born? New Results on Nature vs. Nurture, David Shanks, Science Spectra, 1999

98. Importance of Feedback and Follow-up
Goldsmith/Morgan study on the impact of follow-up, 3 to 6 months after Leadership Development programs (11,480 managers)
No Follow-Up
Consistent or Periodic Follow-Up 60 40
Percentage of respondents surveyed 20 -3 -2 -1 +1 +2 +3
Decline None Improvement
Perceived Change in Leadership Effectiveness

99. ActionPlan Mapper™ Helps You Successfully Follow-up
AP/M is a web-based application
It allows you to enter and manage your goals
AP/M will periodically send you reminders

100. ActionPlan Mapper™
It’s quick and easy to enter your action plans and goals

101. You’ll report goal progress by filling out a brief questionnaire
ActionPlan Mapper™
You’ll report goal progress by filling out a brief questionnaire

102. Workshop Objective
To help you create a personal leadership Development Plan for becoming an Extraordinary Leader
Page 1-2

103. Next Steps
Close the loop by thanking your respondents for their time and feedback
Pages 6-3 and 6-4

104. Next Steps
Close the loop by thanking your respondents for their time and feedback
“Thank you for taking time to respond.”
“I learned a lot from the feedback, including _______.”
“Here’s an area I’ve decided to strengthen: _________.”
“These are the actions that I will be taking to improve my effectiveness: ______.”
“Please, if there’s any additional information that would help me, don’t hesitate to share it.”
“Thanks again for your time and your candor.”
Page 6-3

105. Next Steps
Close the loop by thanking your respondents for their time and feedback
Refine your Development Plan
Hold a discussion with your manager about your Development Plan
Share your feedback and Development Plan with peers and direct reports; enlist their help in leveraging your strengths
Work with a coach to assist with building and implementing your Development Plan and help with your ongoing leadership development
Revisit your plan and assess progress and business impact periodically
Re-assess in a year to 18 months, to chart your progress
Page 6-4

106. —Fred Fiedler and Martin Chemers in Improving Leadership Effectiveness
A Final Thought
“The quality of leadership, more than any other single factor, determines the success or failure of an organization.”
—Fred Fiedler and Martin Chemers in Improving Leadership Effectiveness

107. Zenger Folkman • www.zengerfolkman.com
Thank you for Participating
Zenger Folkman •